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Incommensurate practices: sociomaterial entanglements of learning technology implementation.

The framing of 'implementation' of learning technologies in universities can have profound effects on approaches to teaching and learning that may be insufficiently acknowledged by practitioners. This paper investigates a case that demonstrated the formation of strong connections between technology...

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Published in:Journal of Computer Assisted Learning Vol. 29; no. 2; pp. 168 - 179
Main Author: Hannon, J.
Format: research tables/charts Journal Article
Published: Wiley-Blackwell Apr2013
Online Access:View this record in EBSCOhost
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      dt: Apr2013
      vid: 29
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        10.1111/j.1365-2729.2012.00480.x
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        atl: Incommensurate practices: sociomaterial entanglements of learning technology implementation.
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        au: Hannon, J.
        affil: Curriculum, Teaching and Learning Centre, La Trobe University, Melbourne, Victoria, Australia
      sug:
        subj:
          Educational Technology Utilization
          Systems Implementation
          Teaching Materials
          Colleges and Universities
          Teaching Methods
          Management
          Case Studies
          Qualitative Studies
          Grounded Theory
          Interviews
          Female
          Male
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          Female
          Male
      ab: The framing of 'implementation' of learning technologies in universities can have profound effects on approaches to teaching and learning that may be insufficiently acknowledged by practitioners. This paper investigates a case that demonstrated the formation of strong connections between technology and pedagogy, in which a learning content management system called for a series of accommodations between technology work and academic work. The site for this study was the meso-level in the university: those practitioners working in-between academics and institutional learning technologies, and draws on the accounts of practice by learning technologists during this implementation. The discussion of practice that emerges from these accounts draws on sociomaterial perspectives to draw attention to the contingencies of particular connections during the implementation process. This study does not assume that the work of implementation follows naturally from plans and intentions of human actors, rather it investigates actual arrangements and the entangled practices that bring significant unintended consequences. The findings suggest the need to attend to the potential for conflicting practices when system technologies become a key component of e-learning, and I argue for implementation to be scoped early to encompass pedagogical goals, and for interventions by learning technologists and teaching academics over all the social, material, and discursive factors that are critical to e-learning practice.
      pubtype: Academic Journal
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        tables/charts
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      ougenre: Article
    language: English
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